Academic Workforce Research Articles

A study on Efficient Modelling in Higher Education Academic Workforce Using Simulation

This paper shows how the Operations Research (OR) tools (in modelling and simulation) can be modified, applied in planning and their understanding of any long-term impacts due to sudden policy changes. The proposed approach is particularly useful to investigate the movements of the university academics and their impacts on changes in research, research funding, teaching and services as they are the integral parts of the career at any level. We argue that the Discrete Event Simulation (DES) approach can be used to model such dynamics in Higher Education Academic Workforce Model (HEAWM) and show that it can provide a comprehensive projection of future requirements within the context of career progression. Consequently, this HEAWM allows universities to interrogate factors influencing the academic workforce planning as this process often requires the new attributes to be tracked in the model which is difficult with other OR models. It is shown that this approach is easy to apply via DES and creation of the corresponding HEAWM provides better understanding of the factors that will influence the future workforce than the existing results.

Assessment of Differences in Academic Rank and Salary by Gender and Race Among United States Academic Radiation Oncologists

Assessment of Differences in Academic Rank and Salary by Gender and Race Among United States Academic Radiation Oncologists

Academic Workforce Diversity Trends by Sex and Underrepresented in Medicine Status Among US Radiation Oncology & Medical Oncology Faculty Over Five Decades

<h3>Purpose/Objective(s)</h3> A healthcare workforce that better reflects the demographics of those it serves can lead to improved patient trust, compliance and outcomes. It is unclear if the growing imperative to address disparities in racial/ethnic and gender representation in the medical field has resulted in corresponding progress in the composition of academic radiation and medical oncology (RO, MO) departments. Herein we report trends in RO and MO faculty diversity, overall and by academic rank, over the past 5 decades. <h3>Materials/Methods</h3> Data were acquired from the Association of American Medical Colleges (AAMC) Faculty Roster between 1970 and 2019 for academic RO and MO departments to determine sex and race/ethnicity trends over five decades. Underrepresented in Medicine (URM) was defined as individuals identifying as Black, Hispanic, and Native American. Linear regression models were used to estimate slopes and associated <i>P</i>-values. <h3>Results</h3> Total faculty complements grew over time in both RO and MO. The number of URM female faculty increased by 0.85/year in RO and 0.79/year in MO (P-trend < 0.001), compared to non-URM female faculty, which increased by 11.3/year in RO and 7.9 in MO (P-trend < 0.001). URM male faculty increased by 1.4/year in RO and 1.1/year in MO (P-trend < 0.001), compared to non-URM male faculty, which increased by 25.5/year for RO and 12.2/year for MO (P-trend < 0.001). Males represented the majority of URM and non-URM faculty for both RO and MO. The proportion of females grew more than that of URM faculty over the study period for both RO and MO. There were also significant differences in diversity by faculty rank. Female faculty members had a lower academic rank than their male counterparts in both specialties. At every rank, the number of URM faculty represented among both MO and RO was low (Table). <h3>Conclusion</h3> Gender and racial/ethnic diversity of academic RO and MO faculty has increased over time but has not kept pace with that of the US population, particularly with respect to URM status. The proportion of female faculty in both specialties demonstrates more promising growth, and may inform measures to achieve similar progress in recruiting and retaining URM faculty in MO and RO. Rank among RO and MO faculty through the decades.

Conducting STEM Industry Internships while Sheltering in Place: The Biotech Partners Experience

Before the shelter-in-place orders began, Biotech Partners (BP) was already engaged in contingency planning with its school and industry partners in an effort to mitigate potential disruptions caused by the looming health crisis. For 25 years prior, BP had successfully mentored and prepared underrepresented high school students to complete professional internships at diverse STEM institutions. Often working in a laboratory or pharmaceutical manufacturing setting, the internships allowed students to apply bioscience, biotechnology, and professional career skills developed in school within the context of a professional workplace. The promise of paid internships in a cutting-edge industry creates an incentive to motivate and maximize student learning in rigorous academic training and workforce preparation. As the COVID-19 pandemic unfolded, most industry sites cancelled their 2020 participation, putting the summer internships in jeopardy. BP rapidly shifted. Collaborating with new and longstanding industry partners, the internship program was modified from in-person to remote work and learning environments. This case study examines the pedagogical challenges and opportunities of conducting remote STEM internships amid a global pandemic. This paper illuminates the role of industry partnerships, student outreach, personalized mentoring, and wrap-around support services to broaden students' awareness of, interest in, and preparation for careers in the STEM workforce.

Unequal Impact of COVID-19 on Private and Academic Neurosurgical Workforce: Results of an International Survey.

Background: Since the COVID-19 outbreak several manuscripts regarding neurosurgical practice during this pandemic have been published. Qualitative studies on how the pandemic affected neurosurgeons, with additional focus on their practice, are still scarce. This study's objective was to investigate the impact of COVID-19 on various aspects of the professional and private life of a homogeneous group of international neurosurgeons affiliated to the European Association of Neurosurgical Societies (EANS).Methods: Neurosurgeons from Europe and abroad were invited to participate in an online survey endorsed by the Individual Membership Committee of the EANS. The survey captured a subjective snapshot of the impact of the first wave of the COVID-19 pandemic on EANS members and was advertised through its Institutional website. In addition to departmental data, personal feeling of safety, financial security, local precautions, number of surgeries performed, changes in daily routine, and other practice-related information were inquired. Differences among practice types were closely reviewed.Results: The survey was distributed between April and May 2020: 204 neurosurgeons participated. Participants were typically active EANS members (73%), consultants (57.9%), from university hospitals (64.5%). Elective surgical practice was still ongoing only for 15% of responders, whereas 18.7% of them had already transitioned to COVID-19 and emergency medical services. While 65.7% of participants thought their institutions were adequately prepared, lack of testing for SARS-CoV-2, and scarcity of personal protective equipment were still a matter of concern for most of them. Overall surgical activity dropped by 68% (cranial by 54%, spine by 71%), and even emergencies decreased by 35%. COVID-19 prompted changes in communication in 74% of departments, 44% increased telemedicine by >50%. While most neurosurgeons had concerns about personal and families' health, financial outlook appeared to be gloomy only for private practitioners.Conclusion: The lockdown imposed in many countries by the COVID-19 outbreak called for immediate modification of working routine and resulted in a dramatic decrease of elective surgical procedures. Neurosurgeons share common concerns but were not equally exposed to the personal health and financial dangers of the ongoing pandemic.

Gender Gap in Political Science: An Analysis of the Scientific Publications and Career Paths of Italian Political Scientists

ABSTRACTThis article assesses whether a gender gap in political science, identified in the international literature, also is present in the context of Italian political science. The literature has mostly centered on the comparison of female publication rates in international journals with the academic workforce in the United States, but this raises an issue of data comparability. As an alternative strategy to avoid comparability biases, this study focuses on the analysis of a single national case: Italy. The article evaluates to what extent the “glass-ceiling” effect persists for political scientists who intend to publish their contributions. By analyzing data on articles published between 2015 and 2020 by the three major Italian political science journals, this contribution shows that (1) the proportion of published articles written by female authors is lower than that of male authors; (2) the hypothesis that the lower female proportion depends on a lower female presence in the field of political science is refuted; (3) there is little collaboration between men and women; (4) there is a correlation between the presence of female editors in scientific journals and the proportion of female-authored articles; and (5) gender differences are reflected in women’s academic career progression.

Nursing Academic Leadership: An Urgent Workforce Shortage in Nursing Education.

The aim of the study was to describe the California nursing academic leader workforce shortage, identify succession planning activities, analyze driving and restraining forces of the role, and distinguish critical leadership competencies and onboarding strategies. Several studies have projected a workforce shortage for nursing academic leaders and studied the leadership competencies and driving and restraining forces impacting the role. The study was a secondary descriptive analysis of an existing cross-sectional needs assessment survey administered to California nursing academic leaders of prelicensure programs. The results validated an impending workforce shortage for California nurse academic leaders, with 66 percent planning to leave their positions in the next five years and 46 percent not having a succession plan in place. To avoid threatening the success of nursing programs, a sustainable plan to address the workforce shortage of well-prepared academic nurse leaders is urgently needed.

Scholarship and academic capitals: the boundaried nature of education-focused career tracks

ABSTRACT Education-focused roles represent a large and rapidly increasing share of the academic workforce in UK higher education. This expansion has resulted in the emergence of dedicated career tracks running in parallel with established teaching and research routes. Role descriptors and promotion criteria for these roles typically require evidence of scholarship. Despite their establishment, academics on these tracks face considerable challenges in pursuit of career advancement due to the varied definitions and expected outputs from scholarship. This exploratory study analysed the role descriptors and promotion criteria of 48 mid-sized UK universities. The findings point to significant differences between the titling of roles on education-focused career pathways, definitions of scholarship, expectations in terms of impact and the relationship of scholarship vis-à-vis pedagogic research. These differences risk creating boundaried careers for those who pursue, education-focused roles, reinforcing notions of hierarchy in academic pathways within the Academy.

A Practical Guide to the Criminology and Criminal Justice Job Market for Doctoral Candidates: Pre-Market Preparation through Offers and Negotiations

Upon exiting a doctoral program, many graduate students in criminology and criminal justice hope to enter the academic workforce. The academic job market is a stressful and exciting time in a doctoral candidate’s life, but with some planning and forethought—the process can feel more manageable. This advisory paper provides practical advice to academic job seekers from pre-market preparation through offers and negotiations. While standard aspects of the job market are described, care was taken to also describe some lesser discussed aspects of the job market—such as networking on social media and at conferences and the financial cost of academic interviewing.

Australian occupational therapy academic workforce: An examination of retention, work-engagement, and role overload issues

Background The quality of the academic workforce is influenced by multi-level interactionist factors yet there is limited research into these influencing factors. Aim To investigate relationships between individual characteristics of Australian occupational therapy academics and work-related variables. Method An exploratory cross-sectional online survey collected demographic data and used standardized scales including the Turnover Intention Scale, 9-item Utrecht Work Engagement Scale, Work-Life Balance Scale, Role Overload Scale and Self-Defined Burnout Scale. Data were analysed using descriptive and inferential statistics. Results Academics who were more than five years in their current academic level were: significantly more likely to consider leaving their job; more often frustrated when not given opportunity to achieve their work-related goals; and less engaged. Those who had worked in higher education for longer than ten years were more likely to report role overload while participants working in higher education for less than five years were less likely to report burnout. Conclusions and significance To meet current and future demand for Australian occupational therapists, an engaged and supported academic workforce is needed. These findings suggest the need for attention to mentoring and career development particularly for those in academic levels longer than five years to increase work engagement and retention.

Family Medicine Academic Workforce of Medical Schools in Taiwan: A Nationwide Survey

Little is known about family medicine academic workforce in Taiwan, and basic data on this may aid healthcare decision-makers and contribute to the limited literature. We analyzed data from 13 medical schools in Taiwan collected by the Taiwan Association of Family Medicine from June to September 2019, regarding characteristics of medical schools, and total staff, gender, age, degree, working title (adjunct/full-time), academic level, and subspecialty of each current family medicine faculty member. Total 13 medical schools in Taiwan with an undergraduate education program in family medicine, but only nine of the 13 medical schools had family medicine departments, while four still do not. A total of 116 family medicine faculty members ranging from 33–69 years. Of these, most were male (n = 85, 73.3%), with a mean age of 43.3 years. Most faculty members possessed a master’s degree (n = 49, 42.2%), were academic lecturers (n = 49, 42.2%), were located in northern Taiwan (n = 79, 68.1%), and subspecialize in gerontology and geriatrics (n = 55, 47.4%) and hospice palliative care (n = 53, 45.7%). Additionally, most family medicine faculty in medical schools were adjunct faculty (n = 90, 77.6%), with only about one-fourth (n = 26, 22.4%) working full-time. Our study provides the most holistic census to date on academic family medicine faculty from all medical schools in Taiwan. The novel information can provide educational leaders, health policy managers, and decision-makers about the current developments of the family medicine departments in Taiwan’s medical schools. The basic data will help formulate an effective medical school family medicine education plan and improve the establishment and development of the family medicine faculty workforce to help medical education and national health policy development in the future in Taiwan.

The Case for Junior Doctor Academic Internships: A Narrative Review of the Published Literature.

IntroductionThere is a growing concern with the dwindling academic workforce especially in medicine. Academic internships refer to a hybrid internship during which an intern spends a period of time (typically 3–6 months) in academic/research endeavours. These may serve as initial research experience for junior doctors. However, the merits of this programme have not been assessed to date.MethodsStudies on integrated academic internships by junior doctors (ie, interns) were included in the present review. The identified articles were grouped into themes. For each article, the methodological approach (and subsequent implemented methods) was noted. The articles were also critically appraised for methodological soundness (both at the study-level, and the outcome-level).ResultsA total of 1621 publication titles were identified and screened, of which 8 publications were included in the final review. The major themes of the identified publications are: overview of the academic internship programme, evaluation of a programme’s experience and outcomes, and other miscellaneous publications.DiscussionThe studies to date have only reported on “soft outcomes”, but overall, interns and supervisors alike appear to be satisfied with the programme. Whether the programme increases the likelihood of future academic careers is difficult to establish at this juncture. The academic internship posts appear to be competitive, which reflect their popularity among graduating medical students.

Work experiences of Nurse Academics: A qualitative study

BackgroundThe evidence suggests that heavy workloads, pressure to publish, lack of recognition and job insecurity has led to increased job stress among nurse academics. Lack of proper mentoring, reorientation and transition into an academic role are contributory factors towards the lack of retention and recruitment among nurse academics. Internationally, the sustainability of the nurse academic workforce is an area of great concern. The experiences of nurse academics have not been extensively investigated. ObjectivesTo explore the work experiences of nurse academics. DesignQualitative Exploratory study. Data were analysed using thematic analysis. ParticipantsA purposive sample of nurse academics (n = 19), recruited from all states and territories of Australia, lecturer to professor level and work experiences from 2 to 30 years. MethodsData were collected using semi-structured face to face and telephone interviews. Data were transcribed verbatim and thematically analysed based upon Braun & Clark's model. The study is reported in accordance with the COREQ guidelines. Ethical approval was granted by the relevant University Human Research Ethics Committee. ResultsFour main themes were identified (a) Helping students achieve, finding satisfaction through student engagement, (b) working with challenging students, (c) increased workloads, lack of support and resources and (d) difficulty with retention of newly appointed staff. ConclusionsAlthough the findings highlighted the interactions with nursing students were a positive experience, many of the participants raised great concern about the challenging, difficult, academically weak, rude, and manipulative students. The growing workload increased non-academic administrative work, and the inability to sustain newly appointed staff were areas of great concern. Doing more with less and not being recognized were pertinent factors that needed to be addressed.

Beyond clinical trials: Extending the role of the clinical research nurse into social care and homeless research.

Clinical research nurses work at the fulcrum of clinical trials with clearly defined roles and responsibilities. In England, the National Institute for Health Research (the main funder of health research) has broadened its scope to encompass social care research. The expectation is that clinical research nurses will expand their skill set to support these new studies, many of which will employ qualitative and mixed methods. This discussion paper explores the challenges of facilitating this clinical academic workforce development through a case study of a homeless health and social care research project. This was one of the first studies to engage clinical research nurses in this new and expanded role. Much of what is known about the research nurse workforce has been generated through studies of clinical trials in oncology. The 'caring-recruiting' dichotomy has been used as a heuristic device for identifying workforce issues that can impact on study delivery such as how intense pressure to recruit study participants leads to low job satisfaction. This case study reflects on the authors' experiences of employing a clinical research nurse in a social care research project concerned with the discharge of homeless people from hospital. The 'caring-recruiting' dichotomy is used to generate new information about the relationship between workforce development and the successful delivery of social care research. The case study illuminates how social care research can generate different pressures and ethical challenges for research nurses. The time and skill it took to recruit study participants identified as 'hard to reach' was suggestive of the need to move beyond performance measures that prioritise recruitment metrics. The need for different types of staff supervision and training was also warranted as supporting study participants who were homeless was often distressing, leading to professional boundary issues. This study highlights that performance management, training and supervisory arrangements must be tailored to the characteristics of each new study coming onto the portfolio to ensure research nurses are fully supported in this new and expanded role.

The retirement experiences of women academics: a qualitative, descriptive study

ABSTRACT Retirement is now considered a process rather than a single event. Pathways to retirement are evolving and the retirement experiences of academics are becoming increasingly relevant given the aging academic workforce in Higher Education Institutions (HEIs) worldwide. Academic retirement studies highlight that most academics continue to work in retirement. However, gender tends to be overlooked. Based on semi-structured interviews with eleven retired women academics, ranging in age from 64 to 73 years of age, who were employed in the Republic of Ireland, this article explores the impact of retirement on their daily lives and their personal and professional relationships. Following thematic analysis, four main themes were identified: (i) the impact of retirement on identity, (ii) the freedom of retirement, (iii) striving for health and wellbeing and (iv) the value of ongoing professional relationships in retirement. The majority of women continued to engage in meaningful work (paid or unpaid) which was central to their daily lives and identity following retirement. Three academics, in senior roles, who had long uninterrupted careers and who had strong research track records experienced dissatisfaction with mandatory retirement yet were able to continue research activities in retirement. Those with less research activity were more likely to retire early and describe the impact of stress and fatigue upon their health. Together, the findings illustrate that women academic’s retirement pathways are heterogeneous. The findings have implications for the academic profession, human resource and retirement planning professionals.

Training the Next Generation of Academic Global Neurosurgeons: Experience of the Association of Future African Neurosurgeons.

Introduction: Although the past decade has seen a substantial increase in African neurosurgeons' academic productivity, productivity remains low compared to their colleagues from other regions. Aspiring neurosurgeons can contribute to the academic neurosurgery workforce by taking care of less technical and time-consuming research tasks. Fortunately, global neurosurgery institutions have also made efforts to increase research exposure and scholarly output in academic global neurosurgery. The Association of Future African Neurosurgeons (AFAN) created a research incubator for aspiring academic global neurosurgeons in Africa to provide enrollees with mentorship, skills, and experience. This study assesses and reports the activities and results of the research incubator.Methods: Aspiring academic global neurosurgeons were enrolled in the AFAN Research Incubator Program (ARIP), whose primary objective was to provide enrollees with foundational skills in all aspects of the research cycle. ARIP enrollees participated in didactic and practical activities with the aim of publishing ≥1 article and presenting ≥1 abstracts at international conferences in one year.Results: Fifteen AFAN members aged 25.0 ± 3.0 years enrolled in ARIP: 7 (46.7%) medical students, 4 (26.7%) general practitioners, and 4 (26.7%) residents. Eleven (73.3%) were male, 6 (40.0%) were from Cameroon and 6 (40.0%) had no previous research experience. Two (13.3%) enrollees dropped out. ARIP enrollees published a total of 28 articles, and enrollees published a median of 1.0 (IQR = 2) first-author articles on neurosurgical system strengthening. Additionally, ARIP enrollees presented 20 abstracts with a median of one abstract (IQR = 3.0).Conclusion: South-South research collaborations like ARIP can contribute to improving global neurosurgery research capacity and output. These collaborations can set up the foundations for robust research in low- and middle-income countries.

Developing marketing curriculum to make students workforce ready

PurposeThe purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.Design/methodology/approachThis study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.FindingsThe authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.Originality/valueIn this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

Towards the third generation universities: The core innovative function approach.

Background: Undoubtedly, economic and social value added depends on the functions of universities. Moving toward third-generation universities (3rd GU) is an inevitable process. These universities need different functions than traditional ones; therefore, identifying and determining their functions is essential. The purpose of this study is to collect, match and explore the functions of universities in the transition to 3rd GU and ultimately offer a functional model of the 3rd GU for the use of professors, academics and policymakers in order to evaluate and promote universities. Methods: A critical review method was adapted. Literature was included based on their relevant empirical data to research objectives and referral rates, and texts with more conceptual richness entered the study without time limitations. Results: A total of 20 texts were included in the final analysis. While presenting the basic model, extracts the overarching concepts associated with the success of 3rd GU. These key concepts include the 7 core functions of innovative and entrepreneurial activities, supportive activities (financial and non-financial), entrepreneurial education ( curriculum and academic workforce empowerment), creation and provide applied knowledge, boundary-spanning function or communications and interactions with other elements of the national innovation system (state and industry), develop innovative and entrepreneurial culture and institutional governance and leadership in the direction of economic growth and development. Conclusion: Using new functions at universities would be a move toward 3rd GU, economic growth and development in the country. So, these functions are a practically useful guide to policymakers to estimate the rate of success in each university and deliver the necessary suggestions to provide the mechanisms for the establishment of a successful university.

Seeing Isn’t Always Believing: Gender, Academic STEM, and Women Scientists’ Perceptions of Career Opportunities

Studies about women’s underrepresentation in the U.S. science, technology, engineering, and mathematics (STEM) academic workforce have flourished in the past decade. Much of this research focuses on institutionalized gender barriers and implicit biases, consistent with theorizing about how work organizations disproportionately benefit men, white people, and other systemically advantaged groups. But to what extent do faculty most likely disadvantaged by systematic inequities actually perceive “barriers” to equity in the context of their own work lives? What might the repercussions associated with variation in perceptions about inequity be, especially within institutions of higher education actively pursuing equity agendas under such programs as the National Science Foundation’s ADVANCE program? Using interview data from 53 STEM women faculty working at a university that received a 5-year NSF ADVANCE IT award, we examine the range of views held among women scientists about the extent to which opportunity and success are a function of meritocratic versus nonmeritocratic processes. Findings show that almost a third of participants held the view that opportunities and advancement are primarily a function of meritocratic processes. We discuss implications of these findings for broader institutional efforts to reduce inequities in academic STEM.

Changing behavior of academic libraries and role of library professionals

PurposeThis paper aims to discover the key challenges and identifies reasons for the changing behavior of academic libraries and the role of library professionals, and how can they manage those challenges in a time of change. The paper reveals the most important competencies in a reshaping environment of libraries and the best ways of dealing with change. Library professionals are struggling to reform their traditional ways of working and trying to boost their knowledge and skills as current demand for higher education. Organizations can play an important role to develop willingness for accepting change and reduce stress among employees and prepare them to accept new systems and reality by creating collaborative and supporting environments that provide opportunities for growth and improvement. All library professionals must have the eagerness to keep up with the emerging trends and prepare themselves to accept changes that would have a direct impact on the libraries and the role of library professionals. Academic libraries have similar issues and challenges around the world, those are outcomes of technological advancement, digital resources, innovative services and diversity in higher education; therefore, the role of library professionals is changing.Design/methodology/approachThe research method is built on literature reviews from offline and online. The systematic literature review method is used to review full-text databases such as EBSCO, ProQuest, Library Literature and Information Science databases. Basic search options for keyword searching and advanced searching options have been used to retrieve the relevant papers on the right topic. A total of 113 papers were collected at the initial stage, but after their analysis in detail, they were reduced to 52 scholarly and peer-reviewed papers because the rest of the papers did not exactly express relevant content on the topic.FindingsLibrary professionals are struggling to keep up with the new competencies and adopt the innovative system and reality because diversity is rapidly changing. The best ways of dealing with change include reform the traditional ways to new ways of working and create collaboration at all levels. Librarians are under pressure to develop new skills to deal with the current scenarios that are affecting the role of library professionals. Academic libraries have similar challenges in a rapidly reshaping environment that are needed to address by researchers and library professionals for the present and future of academic libraries.Research limitations/implicationsThis paper is a piece of opinion, 52 appropriate papers on the topic have been reviewed from the peer-reviewed journals, not all publications were included. The existing literature described that there is a need for growth and improvement of academic libraries and workforce in financial crises because they play fundamental roles in society by offering services and information resources, so library professionals need to be very aware of these implications.Originality/valueThe literature on this particular topic is relatively limited. Therefore, this paper is the first to offer a systematic literature review on the changing behavior of academic libraries and the role of library professionals. This paper provides insights into the concept of adopting change and dealing with challenges in a time of change. It adds value to the library and information sciences literature and delivers outlines for the library professionals.